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Week 1: (1)Teaching Strategies for Special Education

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Week 1: (1)Teaching Strategies for Special Education

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If you're considering becoming a special education teacher, you likely already have a passion for helping students with unique needs and abilities achieve their full potential.

However, teaching special education comes with its own set of challenges and often requires a different approach than you might use in a traditional classroom setting. In fact, if your goal is to become a teacher that works with special needs students, it's important to start planning now on how you can develop teaching strategies for special education.

Early preparation will not only help you build the skillsets you need to become an effective educator but also make a favorable impression on potential employers when you begin interviewing with school districts for special education teacher jobs.

Why Special Education Requires Unique Teaching Strategies

Students with special needs have unique learning challenges that require specialized attention and support. There are different types of special needs students, including those with learning disabilities, physical disabilities, emotional and behavioral disorders, and intellectual disabilities.

These students face unique challenges that may affect their academic progress and social development, and it's yourrole as a special education teacher to utilize teaching strategies that can help them not only overcome these challenges but thrive in an educational environment.

For example, students with special needs face several challenges that can impact their academic progress and social development. They may struggle with understanding complex instructions, staying focused on tasks, organizing their thoughts or expressing themselves verbally or in writing.

Special needs students may also face social challenges, including difficulties in making friends, understanding social cues and following social norms. They may also face bullying, exclusion or discrimination from their peers.

Special education teachers must develop customized teaching strategies that cater to these specific learning styles, abilities and needs of each student. This might include adapting the curriculum, modifying classroom routines, providing visual aids, using assistive technology or breaking down complex concepts into smaller, more manageable parts.

In addition to adapting the teaching methods, special education teachers must also be skilled in building strong relationships with their students and their families. This involves understanding and empathizing with their unique challenges, establishing trust and rapport, and creating a safe and supportive learning environment.

Teaching Strategies For Special Education

Effective teaching strategies for special education students require focusing on children's unique needs, learning styles and abilities. Below are some effective strategies that special education teachers can use to support their students' academic and social development:

Differentiated Instruction

Differentiated instruction involves tailoring teaching methods and materials to meet the individual needs of each student. It involves assessing each student's strengths, weaknesses and learning styles ... and adapting instruction to meet those unique needs.

For example, a special education teacher may use a variety of instructional methods, such as visual aids, hands-on activities and verbal instructions, to help students understand complex concepts. They may also provide students with different levels of support, including one-on-one instruction, small-group instruction or peer tutoring.

Multisensory Learning

Multisensory learning is using multiple senses, such as sight, sound, touch and movement, to help students learn and remember information. This approach is particularly effective for students with learning disabilities or attention deficit hyperactivity disorder (ADHD) who may struggle with traditional teaching methods.

A special education teacher may use visual aids like pictures or diagrams to help students understand concepts. They may also incorporate movement into learning like using dance or yoga to teach social skills or mindfulness.

Technology Integration

Technology can be a valuable tool for special education teachers to enhance learning. For example, students with visual impairments may use text-to-speech software to access written materials, while students with hearing impairments may use closed captioning to access audio content.

Special education teachers can also use technology to create interactive and engaging lessons like educational games or simulations that provide students with hands-on learning experiences.

Peer Tutoring

Pairing students with different abilities to work together on academic tasks can be a great way to improve academic performance and social skills for both.

An example of this in action would be pairing a student who excels in math with a student who struggles with math. The tutor can provide one-on-one instruction and support to the other student while also improving their own leadership and communication skills.

Collaboration With Parents

Collaboration with parents is an important part of special education teaching strategies. Parents are a valuable source of information about their child's needs, strengths and challenges. They can also provide support and encouragement at home, which can improve their child's academic and social development.

Working with parents is also an important component of developing individualized education plans (IEPs). An IEP is a legal document that outlines the individual needs of a student with a disability as well as any specific educational services that educators or a school must provide to meet those needs.

The Individuals with Disabilities Education Act (IDEA) mandates the use of IEPs, which must be regularly updated in collaboration with parents to address any challenges that arise.

5 Tips For Effective Teaching Strategies

Becoming a special education teacher is a rewarding and fulfilling career that allows you to make a difference in the lives of students. While the teaching strategies above can help you focus on students' unique needs and abilities, here are five additional tips that can help you put these strategies into practice:

1. Know your students. Effective teaching begins with understanding your students as individuals. Take the time to get to know each student and his or her unique learning style.

2. Plan and prepare. Effective teaching requires careful planning and preparation. Develop lesson plans that are tailored to the needs of each student and incorporate different teaching strategies that address individual needs.

3. Use visuals. Visual aids can be valuable tools for helping students understand complex concepts.

4. Provide positive reinforcement. Positive reinforcement, whether it's praise or rewards, can be powerful motivators for special needs students. Acknowledge their progress and provide positive feedback to encourage them to continue to improve.

5. Make learning fun. Learning should be engaging and fun for all students, including those with special needs. Incorporate games, activities and interactive lessons that keep students engaged and motivated, and most importantly, have a positive outlook on educating these students. Children can pick up on subtle hints of frustration, which is why it's crucial for them to know you have their backs and are invested in their education.

Effective teaching strategies for special education students require a combination of different approaches that address their unique abilities. By implementing these teaching strategies and tips, special education teachers can make a positive impact on the lives of their students and help them reach their full potential.

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Teaching Strategies For Special Education

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If you are looking to become a special education teacher you will want to know the different teaching strategies for special education students. There are

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This website describes the several unique teaching strategies for teaching special needs students. It lists the different types of special needs, including those with learning disabilities, physical disabilities, emotional and behavioral disorders, and intellectual disabilities. It describes the multiple ways to give students their academic needs.

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-Differentiated Instruction: meeting individual needs of students.

-Multisensory Learning: sight, sound, touch, movement to help with memory.

-Technology Integration: enhance learning, create interactive assignments and games.

-Peer Tutoring: pairing students with different abilities to improve both skills.

-Collaboration with Parents: parents are a valuable source to gain more information on the student.

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Week 1: (2) Identifying exceptional children.

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Week 1: (2) Identifying exceptional children.

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When is a child's eligibility for special education and related services determined?

In most states the eligibility of a child for special education and related services is considered when a child has arrived at the Tier 3 level of RTI (Response to Intervention). When a child has been in Tier 2 for a pre-determined amount of time and an evaluation is given, then a meeting is called to determine eligibility for special education services. Who makes the decision about whether a child is eligible for special education and related services?

The parent of the child and a team of qualified professionals must determine whether the child is a child with a disability and in need of special education and related services.

(The determination of whether a child suspected of having a specific learning disability is a child with a disability, must be made by the child's parents and a team of qualified professionals which must include the child's regular teacher; or a regular classroom teacher qualified to teach a child of his or her age if the child does not have a regular teacher; or, for a child of less than school age, an individual qualified by the SEA to teach a child of his or her age; and at least one person qualified to conduct individual diagnostic examinations of children, such as a school psychologist, speech-language pathologist, or remedial reading teacher.)

What must the team consider in determining eligibility?

In interpreting evaluation data for the purpose of determining if a child is a child with a disability and in need of special education, each public agency is to draw upon information from a variety of sources, including aptitude and achievement tests (but not restricted to these results), parent input, teacher recommendations, physical condition, social or cultural background, and adaptive behavior.

Are there additional procedures for evaluating children and determining the existence of a specific learning disability?

Yes. IDEA includes the following additional procedures when evaluating and determining the existence of a specific learning disability:

1. A team may determine that a child has a specific learning disability if:

The child does not achieve commensurate with his or her age and ability levels in one or more of the areas listed below, if provided with learning experiences appropriate for the child's age and ability levels; and

The child has a severe discrepancy between achievement and intellectual ability in one or more of the following areas: Oral expression; listening comprehension; written expression; basic reading skill; reading comprehension; mathematics calculation; mathematics reasoning, and/or a presented portfolio, and/or teacher reports on daily work which shows academic performance is not in an acceptable range and the learning processing disability can be seen or it was stated.

2. The team may not identify a child as having a specific learning disability if the severe discrepancy between ability and achievement is primarily the result of:

A visual, hearing, or motor impairment;

intellectual disabilities;

Emotional disturbance; or

Environmental, cultural or economic disadvantage.

3. Observation:

At least one team member other than the child's regular teacher shall observe the child's academic performance in the regular classroom setting.

In the case of a child of less than school age or out of school, a team member shall observe the child in an environment appropriate for a child of that age.

4. Written report For a child suspected of having a specific learning disability, the documentation of the team's determination of eligibility must include a statement of:

Whether the child has a specific learning disability.

The basis for making the determination.

The relevant behavior noted during the observation of the child.

The relationship of that behavior to the child's academic functioning.

The educationally relevant medical findings, if any.

Whether there is a severe discrepancy between achievement and ability that is not correctable without special education and related services.

The determination of the team concerning the effects of environmental, cultural, or economic disadvantage.

Each team member shall certify in writing whether the report reflects his or her conclusion. If it does not reflect his or her conclusion, the team member must submit a separate statement presenting his or her conclusions.

What are the two components that must be present in order for a child to be eligible for special education and related services?

In order for a child to be declared eligible for special education and related services it must be determined that the child is a "child with a disability" and is in need of special education and related services.

How does the law define a "child with a disability?"

The term "a child with a disability" means:

A child evaluated according to IDEA as having intellectual disabilities, a hearing impairment including deafness, a speech or language impairment, a visual impairment including blindness, serious emotional disturbance (referred to in IDEA as emotional disturbance), an orthopedic impairment, autism, traumatic brain injury, another health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and

Who, by reason thereof, needs special education and related services.

Is there a non-categorical designation of a child with a disability in addition to the above categories?

At the discretion of the State and Local Education Agencies, a "child with a disability," aged three through nine, may include a child who is experiencing developmental delays, as defined by the State and as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development, and who, by reason thereof, needs special education and related services.

What does IDEA require when determining eligibility for special education and related services based on "developmental delay?"

When determining eligibility for special education and related services based on "developmental delay" rather than a specific category, IDEA requires the following:

If the state decides to allow eligibility based on developmental delay, local districts will be able to choose whether or not they wish to follow suit. If the state does not adopt the developmental delay category, local districts may not use the category for establishing eligibility for special education and related services.

States may not require local districts to adopt and use the term "developmental delay" for any of its students.

States that adopt the developmental delay category may apply it to children aged three through nine or a subset of that age range, e.g. aged three through five

States and local districts who choose to use the developmental delay category may also use one or more of the specific categories.

States may adopt a common definition of developmental delay for its programs under IDEA, Parts B and C.

If a local district uses the developmental delay category, it must conform to the state's definition of developmental delay and the age range adopted by the state.

What are possible implications for students with learning disabilities when they are identified as having a developmental delay?

The use of a "developmental delay" category to determine whether a child is eligible for special education and related services could make it possible to identify some children early before they experience failure in school and fall behind their peers. Many children with learning disabilities show delays in one or more of the areas specified. There is, however, some concern that children with learning disabilities will be included in the "developmental delay" category without identifying the specific processing disorder/s present and, thus the specific intervention strategies needed will not be provided. Parents should ensure that:

Assessment tools and strategies used gather relevant functional and developmental information.

Tests and other evaluation materials used include those tailored to assess specific areas of educational need.

Assessment tools and strategies provide relevant information that directly assists persons in determining the education needs of the child.

Since States and Local Education Agencies are not mandated to follow a certain course, but can make a choice regarding whether to use "developmental delay" for children aged three to nine, parents need to determine the eligibility criteria used by their State and Local Education Agencies. Contact special education administrators at the State Department of Education or the local school district for this information.

Are there other non-categorical designations?

Some states have expanded the non-categorical age past the "developmental delay" age span (3 through 9 years) to include students birth through twenty-one years of age. If states use a designation instead of categorical disabilities, certain guidelines must be followed. While the state determines the criteria for eligibility, the team must provide a comprehensive evaluation of the child that could determine a disability as defined by IDEA.

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Eligibility: Determining Whether a Child is Eligible for Special Education Services

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In most states the eligibility of a child for special education and related services is considered when a child has arrived at the Tier 3 level of RTI (Response to Intervention). When a child has been in Tier 2 for a pre-determined amount of time and an evaluation is given, then a meeting is called to determine eligibility for special education services.

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The website describes who is eligible to decide if a student requires special education needs. It describes several ways to recognize if a student needs individualized help. This can be recognized through parent input, teacher recommendations, physical condition, social or cultural background, and adaptive behavior. The website also describes the law behind the determination of special needs services. It also lists reasons why students with disabilities are identified as having a developmental delay.

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-child does not achieve commensurate with his or her age and ability levels

-child has a severe discrepancy between achievement and intellectual ability

-A visual, hearing, or motor impairment

-intellectual disabilities

-emotional disturbance

-environmental, cultural or economic disadvantage

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Week 1: (3) Special Education policy/ laws.

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Week 1: (3) Special Education policy/ laws.

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According to data from the National Center for Education Statistics (NCES), there are about seven million students age 3 to 21 receiving special education services in the U.S. - 14 percent of all public school students. Because special education students have distinct needs, they rely on a teaching environment that's tailored to them. With that in mind, our nation's schools have evolved over the years to refine their approaches to educating special needs students.

One notable change has been the shift toward a more inclusive classroom structure that allows such students to learn in the general education environment alongside their peers. This means it isn't just special education teachers who need to be well-versed in the laws and regulations that impact students with special needs - all teachers should have a solid understanding of special education laws and policies.

To help get you up to speed, we've outlined four laws that have worked to preserve special needs students' educational rights.

4 Special education laws that helped shaped the U.S. school system

Familiarizing yourself with these laws can help you gain a better understanding of how special education has progressed over time.

1. The Education for All Handicapped Children Act

To ensure that special education services are available to children who need them

To guarantee that decisions about services to students with disabilities are fair and appropriate

To establish specific management and auditing requirements for special education

To provide federal funds to help states educate students with disabilities

2. The Individuals with Disabilities Education Act

What was known as the EHA eventually became the Individuals with Disabilities Education Act (IDEA) in 1990. The following six pillars are what IDEA ensures:

Public schools are required to create an Individualized Education Program (IEP) for each student who is found to be eligible for special education services. IEPs must be designed to meet the unique educational needs of that child in the least restrictive environment appropriate.

To the maximum extent appropriate, IDEA ensures that all students are given the opportunity to learn in the Least Restrictive Environment (LRE) - an inclusive classroom environment in which a special needs student can achieve the most academic success.

Free Appropriate Public Education (FAPE) is an educational right that ensures education and related services are designed to meet handicapped persons' individual needs as adequately as the needs of non-handicapped persons.

IDEA includes a set of procedural safeguards designed to protect the rights of children with disabilities and their families, and to ensure that all special-needs students receive a FAPE. The safeguards include the opportunity for parents to review their child's full educational records, the right of parents to request an independent educational evaluation and more.

IDEA ensures the use of appropriate evaluation processes. This minimizes the number of misidentifications, provides a variety of assessment tools and strategies, prohibits the use of any single evaluation as the sole criterion and provides protections against evaluation measures that are racially or culturally discriminatory.

Cross collaboration is key for a student to receive the education necessary for success. IDEA enables parents, teachers, school psychologists and other relevant parties to work in tandem when developing IEPs, determining the proper LRE and discussing other important considerations for each student.

Simply put, IDEA replaced EHA to place more focus on the individual learner, as opposed to the condition that individual may have.

3. The Assistive Technology Act

Under the law, each U.S. state receives a grant to fund Assistive Technology Act Programs (ATAP) that provide services to persons with disabilities for their entire lives. The 56 ATAPs created under the law provide a place where users can go for product demonstrations, low-cost loans for their purchases and information on these products.

State financing activities

Device reutilization programs

Device loan programs

Device demonstration programs

4. The Handicapped Children's Protection Act

The HCPA came to be after the United States Supreme Court's ruling in the 1984 case Smith v. Robinson. It was found that existing enforcement mechanisms of disability rights did not cover how, when and/or where legal costs are to be resolved.

Protect the dignity of students with disabilities

As you review some of the core special education laws that have shaped how we accommodate special needs students, you may find yourself eager to get involved. Whether you already have some classroom experience under your belt or you're just starting out, it's possible you're now trying to decide if you have what it takes to be a special education teacher.

If so, there's no better time to explore the field - our nation's teacher shortage has hit special education particularly hard. To help you determine if you're a good fit for this type of teaching position, it's worth looking into the most sought-after traits employers look for in qualified special education teachers. Learn more by heading over to our article, " 5 Signs you'd excel in educating special needs students ."

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laws protecting students with disabilities

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4 Laws that shaped special education in the U.S.

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Special education has come a long way in the United States, but it wouldn't have been possible without these critical laws that every teacher should know

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The website describes the importance of recognizing a student's disabilities early on. This is so educators and parents can begin to develop an IEP for the child. It will include the intensity of the learning to reinforce adaptive skills. It will also be specialized to the student's needs through research and observation. The IEP will also be individualized for the student, removing the traditional curriculum and replacing it with what is deemed most fit.

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-The Education for All Handicapped Children Act: all public schools accepting federal funds provide equal access to education

-The Individuals with Disabilities Education Act: Public schools are required to create an IEP for each student, all students are allowed to learn in the Least Restrictive Environment

- The Assistive Technology Act: assistive technology to persons with disabilities so they can more fully participate in education

- The Handicapped Children's Protection Act: all public schools receiving financial support from the federal government provide special-needs students with non-discriminatory access to all educational programs

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Week 1: (4) Special Education assistive teachnology.

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Week 1: (4) Special Education assistive teachnology.

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This publication provides a definition of assistive technology, a brief overview of basic special education requirements related to assistive technology and answers commonly asked questions regarding assistive technology for students in special education programs. Assistive technology is also known as AT.

What is assistive technology?

Assistive technology consists of devices and services. An assistive technology device is an item or piece of equipment that helps a person with a disability increase, maintain, or improve a student's functional capabilities. Assistive technology devices can be high-tech or low-tech. Examples of assistive technology devices are:

Wheelchair or wheelchair ramp;

Voice-activated computer;

Telecommunication device;

Electronic note takers and cassette recorders;

An auditory FM trainer and closed circuit TV;

Large-print books;

Word prediction, voice recognition and synthesis, and word processing software;

Switches and controls for access to equipment;

Tactile materials for visually impaired students, such as Braille flashcards, pegboards for teaching shapes or spatial relations, manual and electronic Braillewriters, and adaptive paper that provides extra visual or tactile feedback such as raised-line paper;

Pencil grips;

Hearing aids.

Medical devices that are surgically implanted are not considered assistive technology devices.

An assistive technology service is any direct assistance to the student with a disability in the selection, acquisition, or use of the assistive technology device. Assistive technology services include, but are not limited to:

an evaluation of a student's need, including a functional evaluation in the student's customary environment;

the purchasing, leasing, or acquiring of an assistive technology device;

the selection, design, fitting, adapting, repairing, and replacing of an assistive technology device; and

the training or technical assistance for a student, the student's family, or other professionals who provide services to or are otherwise substantially involved in the student's major life functions.

Brief overview of special education requirements and terms

The Individuals with Disabilities Education Act (IDEA) is the federal special education law that requires public schools to provide all children with a Free Appropriate Public Education (FAPE). To provide FAPE to a student with a disability, schools must provide special education and related services. Special education is defined as "specially designed instruction . . . to meet the unique needs of a child with a disability...." Related services means "transportation, and such developmental, corrective, and other supportive services... as may be required to assist a child with a disability to benefit from special education...." Related services include, but are not limited to, speech-language pathology and audiology services, interpreting services, psychological services, and physical and occupational therapy.

Schools must provide FAPE in the Least Restrictive Environment (LRE). LRE means that:

To the maximum extent appropriate, children with disabilities... are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Supplementary aids and services are "aids, services, and other supports that are provided in regular education classes or other education-related settings to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate...."

If, after an appropriate evaluation, a student qualifies for special education services under the IDEA, the student's Individual Education Program (IEP) team must create and implement an IEP for that student. An IEP is a written statement that contains a detailed description of the individualized instruction and services a student with disabilities needs to receive FAPE.

How can a student obtain assistive technology devices and services?

The IEP team always should consider a student's need for assistive technology. If a student, parent, teacher, or other member of the IEP team notices that assistive technology is not being considered and believes it should be, the person should raise the concern at the annual IEP meeting or request a meeting to discuss the assistive technology. At the meeting, the IEP team will determine whether the assistive technology would allow the student to benefit from educational instruction or meet IEP goals and objectives.

Assistive technology devices and services can be included in an IEP for two reasons: 1) as special education or a related service; and/or 2) as a supplementary aid and service. First, if the individual needs an assistive technology service or device as special education or a related service necessary to receive FAPE, then that service or device should be made available. Examples of an assistive technology device and service provided as special education designed to meet the unique needs of a child with a disability includes a voice-activated computer and training for the student and teacher to use the computer. An example of an assistive technology service provided as a related service to assist a child in benefiting from special education includes speech-language services related to use of a voice-activated computer.

Second, under the LRE requirement, a school must provide supplementary aids and services to ensure children are educated in a regular education environment to the maximum extent possible. Therefore, assistive technology can be necessary to ensure that the LRE is maintained, even if it does not directly affect the receipt of FAPE. In this instance, assistive technology is considered a supplementary aid or service and should be included in the IEP and provided to the individual. An example of an assistive technology device and an assistive technology service provided as a supplementary aid and service is a wheelchair that allows a child to access classrooms and physical therapy to use the wheelchair.

Regardless of which category the assistive technology need falls into, it should be included in the individual's IEP. Specifically, the IEP should include a statement of the special education and related services and supplementary aids and services to be provided to the student. The special education and related services and supplementary aids and services contained in the IEP statement should allow the student to advance appropriately toward annual goals, to be involved in and make progress toward the general curriculum, and to be educated and participate with other students with and without disabilities.

Can a student take his/her assistive technology home?

The school should provide assistive technology in the home if the student requires the use of the assistive technology in the home to receive FAPE. For example, if the student needs an assistive technology device to complete homework assignments, then the student should be allowed to take the assistive technology device home. The IEP team, of which the parent and the child are a part, should make this determination on a case-by-case basis.

How can a student obtain funding for assistive technology?

The student or parent should discuss possible funding with both the school and other funding source representatives, including Medicaid-funded services case managers. Possible sources of funding for students in need of assistive technology include:
* The school district;
* Private insurance, with parental consent;
* Medicaid or other public benefits, with parental consent; and
* Division of Vocational Rehabilitation services.

The Office of the Superintendent of Public Instruction (OSPI) is responsible for creating agreements between it and the above non-educational public agencies to ensure that students receive any special education or related services, supplementary aids and services, and transition services that are necessary to provide the student with FAPE, including assistive technology devices and services. If a non-educational public agency fails to provide or pay for these services, the school district developing the student's IEP must provide or pay for the service in a timely manner, but the school district can seek repayment from the other agency.

What if the IEP team does not approve the request for assistive technology?

If the IEP team determines that assistive technology is not necessary, the student's parent or teacher may request a reevaluation of the student. Other members of the team also may determine that a reevaluation is necessary before making a determination, and may request a reevaluation.

Students, parents, and school officials may disagree about a student's assistive technology needs. If there is still disagreement about assistive technology needs after a reevaluation and the student's parents believe that the school's evaluation was inadequate or failed to address the student's assistive technology needs, the parents have the right to request an independent evaluation of the student. Parents also can submit a citizen complaint with OSPI or request a due process hearing to challenge the denial.

What if the student's assistive technology device is in need of repair?

Maintenance and repair of assistive technology devices are included in the definition of assistive technology service.

What can a student or parent do if they are having trouble obtaining assistive technology at school?

DRW's publication "Special Education Resources" lists many organizations that may assist parents and students with special education issues. Along with contacting DRW for technical assistance about assistive technology issues, a few particularly relevant resources are:

Northwest Access Fund
1437 S Jackson St, Ste 302
Seattle, WA 98144
(206) 328-5116 Voice
(877) 428-5116 / (888) 494-4775 TTY
info@nwaccessfund.org
www.washingtonaccessfund.org

Northwest Access Fund, formerly known as Washington Access Fund, provides loans for assistive technology and home and vehicle accessibility modifications. It also provides tips on what to think about when purchasing assistive technology to make sure the assistive technology is appropriate. Northwest Access Fund helps callers identify other sources of funding and resources to help with money management issues.

Washington Assistive Technology Act Program (WATAP)
(800) 214-8731 / TTY (866) 866-0162
watap@uw.edu
www.watap.org

WATAP offers information and referrals to family members, employers, employment service providers, educators, health care providers, social service providers, and others seeking assistive technology services and knowledge. WATAP is part of the University of Washington Center for Technology & Disability Studies. It provides assistive technology resources and expertise to help people make decisions and obtain the technology and related services needed for work, education, and independent living.

Washington State Governor's Office of the Education Ombuds
155 NE 100th St, #210
Seattle, WA 98125
(866) 297-2597
http://oeo.wa.gov

The Office of the Education Ombuds (OEO) helps resolve disputes and conflicts between families and elementary and secondary public schools in all areas that affect student learning. OEO is part of the Governor's Office and functions independently from the public school system. OEO's intake and services are conducted primarily by telephone and are free and confidential. Ombuds can answer questions and provide information about what a parent's and student's rights are, facilitate meetings to find resolution to problems and concerns, and assist parents with navigating the public school system.

The following federal funding partner shared in the cost of producing this material: the Administration on Intellectual and Developmental Disabilities, AIDD (1501WAPADD). These contents are the sole responsibility of Disability Rights Washington and do not necessarily represent the official views of AIDD.

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Assistive Technology for Special Education Students - Disability Rights Washington

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This publication provides a definition of assistive technology, a brief overview of basic special education requirements related to assistive technology

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This website describes what assistive technology is and why it is so important in schools for those with special needs. The Individuals with Disabilities Education Act (IDEA) is the federal special education law that requires public schools to provide all children with a Free Appropriate Public Education (FAPE). The website describes why certain laws are put in place to ensure that all schools have assistive technology for those with disabilities.

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-Wheelchair or wheelchair ramp

-Voice-activated computer

-Telecommunication device

-Electronic note takers and cassette recorders

-An auditory FM trainer and closed circuit TV

-Large-print books

-Word prediction, voice recognition and synthesis, and word processing software

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Learn about intellectual disability, including symptoms, risk factors, treatment options and answers to common questions.

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This website describes what intellectual disability is and that it is split into two parts; cognitive functioning and adaptive functioning. The website describes specific causes for intellectual disabilities and a list of management practices for it. The website also gives a list of tips for parents on how to properly manage and help students with intellectual disabilities.

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– Conceptual: language, reading, writing, math, reasoning, knowledge, memory

-Social: empathy, social judgment, communication skills, the ability to follow rules and the ability to make and keep friendships

-Practical: independence in areas such as personal care, job responsibilities, managing money, recreation, and organizing school and work tasks

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Week 3: (1) Bilingual Learners and Special Education.

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Week 3: (1) Bilingual Learners and Special Education.

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How Many Students are Both Disabled and Bilingual?

Based on 1980 Census and Immigration and Naturalization Services records, it is estimated that there are 79 million school-age language minority children in the United States. This bilingual population is distributed throughout the United States with heavier concentrations in the southwest and northeast. The highest concentration is in the large urban areas.

Considering the overall population with limited English proficiency (LEP) in the United States, a critical question for bilingual special educators is how many of these students also have disabilities. According to the U.S. Office of Special Education, an estimated 948,000 children may both be linguistically different and have disabilities-a substantial population who could benefit from bilingual special education services.

Although over-representation is an issue in some school districts, a new problem of under-representation has also emerged in some areas (Ovando & Collier, 1985) because many LEP students with disabilities are being placed in bilingual education as an alternative to special education (Baca & Cervantes, 1989).

How Can Special Education and Bilingual Education be Combined?

Developers of bilingual special education programs need to weigh three factors for each student: degree of disability; level of language proficiency in both English and the primary language; and intellectual capacity. The student's placement on each of these three continuums will determine the nature of instruction and the educational placement.

Students' degree of disability must be considered for program design, along with their intellectual capacities and their proficiencies in English and their other languages (Baca & Payon, 1989). For example, a student of average intelligence who has a high level of language proficiency in Spanish, a minimal level of ability in English, and limited visual acuity will require curricular services and placement different from those of a student who is linguistically limited in both languages, exhibits lower intellectual performance, and is severely language delayed.

What Variables Should Influence Placement Decisions?

Program placement should be the best fit between the student's needs and the available resources. Placement decisions for the bilingual exceptional student should reflect the type and nature of instruction to be provided, the language of instruction, the conveyor of instruction, the duration of instruction, and the student's learning needs and style. The following special education variables and bilingual factors should be addressed in identifying placements (Baca & Payon, 1989, p. 96):

Student's age.

Type and degree of impairment or disability.

Age at which disability occurred.

Level of language involvement because of the disability.

Level of academic achievement.

Entry level language skills (upon entering school).

Measured intellectual ability.

Method and language used in measuring academic achievement and intellectual ability.

Level of adaptive behavior.

Time spent in United States.

Current cultural home setting.

Social maturity.

Level of language proficiency in English and other language.

Amount and type of language input received in the home environment.

Speech and language capabilities in both languages.

Presence of multiple handicaps.

Ambulation or mobility.

Success in past and present placements.

Wishes of students and parents.

What is Needed to Get Started?

Operationalizing bilingual special education requires the creation of an instructional social system that involves active teaching of cognitive skills and includes the development of language skills while focusing on the acquisition of English. All instruction is prescribed in a manner that accommodates and remediates the student's exceptionality. Students must understand the directions and the nature of the tasks. Instruction must be provided within a relevant cultural context so that expectations can be understood by the student. Because language is the primary conveyor of instruction, the student's stronger language must be employed.

Based on the assumption that students learn best in their preferred language, bilingual special education is operationalized at each local level with each individual student in mind. The common thread is to provide for all students educational experiences that develop lifelong learning skills (Baca & Payon, 1989).

What are the Basic Elements of an Individualized Education Program (IEP) for These Children?

IEPs for exceptional bilingual students should include the following elements:

1. The child's current educational status, including all service programs the child is receiving.

2. Goals, including adaptation to acculturation and growth in both the first and second language. The goals must be realistic in regard to the time necessary; years could be involved.

3. The sequence of short-term instructional objectives leading up to each goal.

4. A list of instructional and service requirements including a balance between the first and second language, as well as delineation of who will assist with acculturation needs.

5. An indication of how much and what aspects of the program will be in the mainstream.

6. The program's duration.

7. IEP's Realistic criteria and a schedule for evaluation of the IEP's effectiveness.

8. A statement of the role of the parents.

9. Specification of changes to be made in the physical, social, and instructional realms, including the first and second languages and cross-cultural adaptation. (Collier, 1989, pp. 272-273)

What are the Steps in Developing a Comprehensive Curriculum?

The four major partners in bilingual special education curriculum development are the parents, the mainstream teacher, the bilingual teacher, and the special education teacher. The following steps should be undertaken by this team:

1. Meet as a team to begin the planning process. Outline planning steps.

2. Become familiar with the culture and language background of the child.

3. Become familiar with the special learning style and education needs of the child.

4. Prepare an individual instructional plan with short- and long-term goals (in some cases this may be an IEP).

5. Develop individualized lessons and materials appropriate to the child's exceptionality.

6. Modify individualized lessons and materials using a "cultural screen" and sensitivity.

7. Refer to resource people for assistance and cooperation in instruction; coordinate services.

8. Evaluate the child's ongoing progress and develop a new individual plan (IEP), materials, and so forth, as needed.

9. Start the cycle over. (Collier & Kalk, 1989, p. 207)

What Should Be Considered in Selecting Materials for Bilingual Exceptional Children?

The following guidelines represent some of the many considerations teachers should bear in mind when evaluating, selecting, adapting, or developing materials:

1. Know the specific language abilities of each student.

2. Include appropriate cultural experiences in material adapted or developed.

3. Ensure that material progresses at a rate commensurate with student needs and abilities.

4. Document the success of selected materials.

5. Adapt only specific materials requiring modifications, and do not attempt to change too much at one time.

6. Try out different materials and adaptations until an appropriate education for each student is achieved.

7. Strategically implement materials adaptations to ensure smooth transitions into the new materials.

8. Follow some consistent format or guide when evaluating materials.

9. Be knowledgeable about particular cultures and heritages and their compatibility with selected materials.

10. Follow a well-developed process for evaluating the success of adapted or developed materials as the individual language and cultural needs of students are addressed. (Hoover & Collier, 1989, p. 253)

How Can Materials Be Adapted?

Several guidelines for adapting commercial materials or developing teacher-made materials are discussed in the literature (Harris & Schultz, 1986; Lewis & Doorlag, 1987; Mandell & Gold, 1984). The following list is not designed to be all inclusive; variations may be required in order to meet individual needs.

Adjust the method of presentation or content.

Develop supplemental material.

Tape-record directions for the material.

Provide alternatives for responding to questions.

Rewrite brief sections to lower the reading level.

Outline the material for the student before reading a selection.

Reduce the number of pages or items on a page to be completed by the student.

Break tasks into smaller subtasks.

Provide additional practice to ensure mastery.

Substitute a similar, less complex task for a particular assignment.

Develop simple study guides to complement required materials.(Hoover & Collier, 1989, p. 253)

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How Many Students are Both Disabled and Bilingual? Based on 1980 Census and Immigration and Naturalization Services records, it is estimated that there are 79 million school-age language minority children in the United States. This bilingual population is distributed throughout the United States with heavier concentrations in the southwest and northeast.

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Program placement should be the best fit between the student's needs and the available resources. The teacher must recognize the needs of the disabilities while also taking into consideration the bilingual education. The website gives a list of how to determine the level of disabilities in a student and the importance of recognizing all areas of the students needs.

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-degree of disability

-level of language proficiency in both English and the primary language

-intellectual capacity

These details are the most important for recognizing the educational needs of a special needs student that is also a bilingual learner.

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Week 3: (2) Hearing Impairments/Deafness.

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Week 3: (2) Hearing Impairments/Deafness.

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According to Deafness Forum Australia, approximately one in six Australians has a significant hearing loss. Within this population, most individuals have some level of hearing impairment and only a small proportion of the group is deaf. Types of hearing loss include sensorineural (nerve-related), conductive (affecting the outer or middle ear) or a mixed hearing loss (mixture of both types.) People who use Australian Sign Language (Auslan) often prefer to be referred to as deaf rather than hard of hearing. They see this as a positive identity rather than a negative label.

People who have a hearing loss are either pre-lingually deafened or post-lingually deafened. People who are pre-lingually deafened have lost their hearing before they acquired language. People who are post-lingually deafened acquired their hearing loss after they acquired language. For each group the impact of the hearing loss and the degree of deafness will vary.

Some people who are pre-lingually deafened use Auslan. Many received cochlear implants early at birth. Some rely on spoken language. Many communicate with a combination of spoken language and sign language. Some have normal language and literacy development. Some may have issues with literacy. It varies greatly, so it is important to understand the needs of each individual. All these factors need to be considered when assessing the types of reasonable adjustments.

People who have a post-lingual hearing loss generally acquired their hearing loss later in life. They may or may not benefit from listening devices. Some may learn sign language as a means to diversify access to communication. As with people who are pre-lingually deafened, it is important to assess the needs of each individual before implementing any reasonable adjustments. This is because the requirements of each individual can be diverse.

Students with a hearing loss may require accommodations and assistive devices to have the best access to education. Accommodations may be as simple as preferential seating or as complex as wireless assistive listening devices in the classroom. Some will require Auslan interpreters and live remote captioning. Each learner with a hearing loss should be assessed individually and accommodations should be implemented based on the unique needs of each student.

Impact of Hearing Loss

The learning processes of students with a hearing loss may be affected in the following ways:

Students who have been deafened in early childhood can be very different to students who have lost hearing later in life in terms of educational disadvantage. For example, their range of vocabulary may be limited, which in turn may affect their level of English literacy.

Deaf and hard of hearing students can sometimes prefer visual learning strategies. This can be a challenge in an environment where much essential information is delivered exclusively by word of mouth.

Students with a hearing loss may need to use assistive technology to participate in class. This assistive technology can be the laptop where software such as Skype can be used to deliver Auslan interpreters or captioning. For some it will be in the form of listening devices. For others it will be a combination of technology that includes both listening devices and computer based software.

The impact of hearing loss can cause delays in receiving learning material. Students who need information transcribed from tape must sometimes wait for a significant period of time for this to happen. This needs to be considered in terms of developing suitable timelines for the completion of work for each student.

Students with hearing loss may appear isolated in the learning environment. The possibility for social contact and interaction with other students is often limited, and this isolation or separateness may have an impact on learning.

Participation and interaction in tutorials may be limited. Students who cannot hear the flow and nuances of rapid verbal exchange will be at a disadvantage.

Some students with hearing loss coming straight from the school system have been familiar with a structured learning environment, and may require a period of adjustment when entering into the post-secondary learning environment. Communication difficulties and adjustments may lead to a level of anxiety about performing in front of others. This may affect participation in tutorials, particularly for students whose speech development has been impacted by their hearing loss.

Teaching Strategies

There is a range of inclusive teaching strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group that includes students with a hearing impairment:

Encourage students with a hearing loss to seat themselves toward the front of the lecture theatre where they will have an unobstructed line of vision. This is particularly important if the student is using an interpreter, lip-reading, relying on visual clues or using a hearing aid which has a limited range. Be aware that some students may not be comfortable with this suggestion or have alternate strategies. Respect their choices.

Use assistive listening devices such as induction loops if these are available in the lecture theatre. Hearing aids may include transmitter/receiver systems with a clip-on microphone for the lecturer. If using such a microphone, it is not necessary to change your speaking or teaching style.

Ensure that any background noise is minimised.

Repeat clearly any questions asked by students in the lecture or class before giving a response.

Do not speak when facing the blackboard. Be aware that moustaches, beards, hands, books or microphones in front of your face can add to the difficulties of lip-readers. Students who lip-read cannot function in darkened rooms. You may need to adjust the lighting in your teaching environment. If a sign interpreter is employed, follow the hints for working with a sign interpreter.

It is difficult for a student watching an interpreter to also take notes from an overhead or blackboard. An interpreter is unable to translate concurrently both your words and any information given on an overhead. It is important therefore that all information should also be available as handouts.

Provide written materials to supplement all lectures, tutorials and laboratory sessions. Announcements made regarding class times, activities, field work, industry visits etc, should be given in writing as well as verbally.

Allow students to record lectures or, preferably, make available copies of your lecture notes. Flexible delivery of teaching materials via electronic media is also particularly helpful for students who have difficulty accessing information in the usual ways. For students with a hearing loss, new technology - and the internet in particular - can be used to bridge many gaps.

Ensure that lists of the subject-specific jargon and technical terms which students will need to acquire are made available early in the course. If interpreters or captioning are being used as an adjustment, make this list available to the professionals providing the service as early as possible.

Any videos or films used should, where possible, be captioned. When this is not possible, you will need to consider alternative ways for students with hearing impairment to access the information.

In tutorials, assist students who lip-read by having the student sit directly opposite you and ensure, if possible, that they can see all other participants. Control the discussion so that only one person is speaking at a time.

Students with hearing loss, especially those with associated speech issues, may prefer to have another student present their tutorial papers.

Language abilities are often affected by hearing loss, depending on the age of onset. Students who acquired their hearing loss early in life may have literacy issues. In some cases, providing reading lists well before the start of a course for students with a hearing loss can be beneficial. Consider tailoring these reading lists when necessary, and provide guidance to key texts.

Allow assignments or reviews to be completed on an in-depth study of a few texts rather than a broad study of many.

Using Auslan interpreters and live remote captioning may require some adjustments in teaching styles, particularly the pace of the learning. Consult with the providers of the service early to identify any potential changes.

Where live remote captioning is provided, a transcript of the session can usually be assessed within 24 hours. It is recommended that these be emailed directly to the student as an accurate record of reference.

Assessment Strategies

Always consider alternative forms of assessment where necessary. Standards are not expected to be lowered to accommodate students with a disability but rather are required to give them a reasonable opportunity to demonstrate what they have learnt. Once you have a clear picture of how the disability impacts on learning, you can consider alternative assessment strategies:

When their range of literacy is an issue, students may require the use of a thesaurus or dictionary during exams. A personal computer with spelling and grammar functions may be required.

Provide alternatives to those assignments which are based on interviews or questionnaires, and be flexible with assignment deadlines, particularly if students have had to wait for transcripts of learning sessions.

Provide extra time in examinations, particularly extra time for reading questions. Some students will prefer to have questions and instructions 'signed' to them.

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Inclusive Teaching: Deaf and Hard of Hearing

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According to Deafness Forum Australia, approximately one in six Australians has a significant hearing loss. Within this population, most individuals have some level of hearing impairment and only a small proportion of the group is deaf. Types of hearing loss include sensorineural (nerve-related), conductive (affecting the outer or middle ear) or a mixed hearing loss (mixture of both types.)

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In this article, it gives examples of specific teaching strategies and assessment strategies in the classroom. It also includes reasons why there are hearing impairments in students and how to best handle these situations. It also lists the types of technology that would best help students with hearing disabilities.

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-Students who have been deafened in early childhood can be very different to students who have lost hearing later in life in terms of educational disadvantage.

-Use assistive listening devices such as induction loops

-The impact of hearing loss can cause delays in receiving learning material

-Students with a hearing loss may need to use assistive technology to participate in class.

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There is no 'typical' vision-impaired student: the impairment may be the result of a range of conditions and its impact will depend on the type, extent and timing of vision loss.

The impact of the impairment on learning will vary significantly according to the nature and extent of vision loss: some students will have been born without vision, others will have lost it gradually; some will have no vision at all, others will have some vision, be light-sensitive, or have limited peripheral vision. It is also possible that vision and light-sensitivity will fluctuate day-to-day.

Some students may rely on a guide dog or white cane to assist mobility while others have sufficient residual vision to get around independently. Students may require adjustments and assistive devices to facilitate access to education. An adjustment may be as simple as a seat near the front of the class, but most students use assistive technology (such as closed-circuit TV, screen-magnification or screen-reading software) to enable them to read and access the internet.

Impact of Vision Impairment and Blindness

The learning processes of students with vision impairment may be affected in the following ways:

Students with vision impairment may access information in a variety of ways, for example Braille, audio-tape, or enlarged print. Braille readers cannot skim read and may take up to three times as long as other students to read a text. Students with some vision may be large-print readers. Many will be unable to read examination questions and handouts in standard print or read their own handwriting when answering examination questions. They may also be unable to take their own notes. Extra time is needed to carry out some tasks, such as locating words in a text when shifting from one reading medium to another.

Students who need information put into alternative formats must wait, often up to six to eight weeks, for the material to be produced for them. This means that they will often fall behind other students in the class.

Students with vision impairment may feel isolated in the learning environment, which can have an impact on learning.

Headaches often result from eyestrain. This may reduce considerably the study time available to these students.

Participation and interaction in tutorials may be limited. It is difficult for students who cannot see the body language and interactions of others to feel comfortable about participating. Judging when it is appropriate to interrupt or to take a turn in discussion is particularly difficult.

Teaching Strategies

There is a range of inclusive teaching and assessment strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group which includes students with vision impairment.

We often take for granted the amount of visual information received every day. Many students with a vision impairment do not have a lifetime of visual experiences to draw upon. It may be necessary to consider the amount of assumed visual content in your subject when designing learning tasks.

Prepare as much information as possible in electronic format - this makes it much easier to provide materials in accessible formats and allows users with disabilities to adapt the information to a format which is suitable for them.

Make required book lists and course materials available early so there is sufficient time for them to be reproduced in audio or Braille, if required.

Indicate compulsory texts in your reading list, noting important chapters if possible. Specifying the order of reading within a text is helpful, as it can take many weeks to have a book reproduced into audio or Braille.

For students with vision impairment your teaching style will need to be 'verbal'. Think about how to communicate information to students who cannot see what you are doing.

Verbalise what is written on the blackboard and on PowerPoints. Talk through any calculations as they are made or procedures as they are carried out. Read any printed information and describe any charts or graphs being used.

Academic activities which take place off-campus (such as industry visits, interviews or field work) may pose problems and on-campus alternatives may need to be considered.

Provide an individual orientation to laboratory equipment or computers in order to minimise the anxiety likely in an unfamiliar environment.

Consider supplementing laboratory practicals, experiments or field trips, for example by audio taping commentaries.

Inform the student if you plan to use videos, slides or PowerPoints, and discuss alternative ways of presenting the necessary information.

Because students with vision impairment are generally slower than other students in completing reading tasks (reading is slower; considerable time is involved in getting material taped or Brailled), provide reading lists well before the start of a course so that reading can begin early. Consider tailoring reading lists and provide guidance to key texts.

Providing the student with a vision impairment with prior notice that you plan to use a film or video in class allows him/her the option to request to see it beforehand. This will enable him/her to sit very close to the screen or have someone explain the film or video. It would be helpful to 'pause' on important points when the student is viewing the resource in class with others.

A student may have difficulty finding his/her essay or assignment in a pigeonhole or amongst a pile of other students' work.

Students may not be able to read your hand-written comments. It would be helpful if you could negotiate alternative feedback mechanisms with the student.

Students are usually able to access online learning materials with the use of assistive technologies if websites follow accessible web design guidelines.

The vision of some students may be affected by the glare from fluorescent lights or sunlight so you may need to attend to some aspects of your teaching environment. This should be done unobtrusively.

Use tactile graphics where necessary

Assessment Strategies

In considering alternative forms of assessment, equal opportunity not a guaranteed outcome, is the objective. You are not expected to lower standards to accommodate students with a disability, but rather are required to give them a reasonable opportunity to demonstrate what they have learned. Once you have a clear picture of how the disability impacts on learning, you can consider alternative assessment strategies:

Students with a vision impairment may need particular adjustments to assessment tasks. Once you have a clear picture of how the disability impacts on learning you can consider alternative assessment strategies.

Provide extensions to assignment deadlines if extensive reading has been set. Consider setting alternative assignments in which students have the opportunity to work intensively on a few selected texts rather than having to read widely.

Examination papers may need to be enlarged or Brailled, with tactile diagrams, maps etc. It may be necessary to provide heavy line paper, a scribe or special writing implements.

Some students may undertake examinations using a personal computer with assistive software. Some may need other assessment adjustments such as a reader/scribe, an oral examination, audio taped questions or large print papers. It may be necessary to provide extra space for equipment and specific personnel or a separate examination venue if the noise from equipment being used is likely to be distracting for other students.

Provide extra time in examinations. Some students with vision impairment will require double time for examinations so time for rest breaks will be essential. Take-home examinations or split papers are a preferred option under such circumstances.

Tactile graphics

People with a vision impairment are finding tactile graphics extremely valuable and, in some cases, vital for successful study, work and leisure. While people with a vision impairment are routinely provided with text transcribed into Braille, audio or large print, the pictures, diagrams and maps which accompany text are often omitted or only very briefly described.

Visual graphics can effectively be converted into tactile graphics, even for the highly graphical information contained in maps and scientific material. This is not simply a matter of taking a visual image and making some kind of tactile photocopy - the tactile is a considerably less sensitive sense than the visual.

Visual graphics need to be re-designed by experts, in a variety of formats such as vacuum-formed (thermoform), swell paper (microcapsule paper) and embossed (such as that produced on a Braille printer). They can also be accompanied by labels and descriptions in Braille or audio format.

Tactile graphics are useful when:

the user is print-impaired but has some tactual ability

a concept not easily described in words

a real object is unavailable for touching

the shape, form or pattern is significant

it is necessary to illustrate scale and explain maps, technology or biological relationships

a one-time reference or reminder is needed

the educational experience can be enhanced

Tactile graphics are not, however, exact replicas of the original, nor are they good for fine detail and representing very large graphics. They should not be used without training and support materials.

Colour Blindness

Colour blindness (or colour deficiency) is typically a genetic condition, although it can also be the result of injury, disease or ageing. (Although not actually called colour blindness, age-related colour deficiency is a result of the yellowing of the corneas, which severely hampers the perception of violet and blue.)

It is much more common in men than in women - around one in 12 men have some kind of colour perception problem. There are many different types and degrees of colour blindness. It is extremely rare to have monochromasy, the complete absence of any colour sensation.

Related Resources

ADCET Webinars and other recordings

Weblinks and other resources

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Inclusive Teaching: Blind and Vision Impaired

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Inclusive teaching practices for students who are blind or vision Impaired

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What is mostly described in the article is the impact of the impairment on learning will vary significantly according to the nature and extent of vision loss. The article describes why the event of vision loss had occurred for a student, and specific teaching methods that the teacher can best use in the classroom. It also gives helpful evaluation tips regarding the student with the vision impairment.

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-vision impairment may access information in a variety of ways, for example Braille, audio-tape, or enlarged print

-Students who need information put into alternative formats must wait, often up to six to eight weeks, for the material to be produced for them.

-vision impairment may feel isolated in the learning environment

-Participation and interaction in tutorials may be limited

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Week 3: (4) Emotional/Behavioral Disorders in the Classroom.

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Week 3: (4) Emotional/Behavioral Disorders in the Classroom.

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Emotional and Behavioral Disorders in the Classroom - Education Corner

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Explore the characteristics of children with emotional and behavioral disorders, as well as strategies for teaching these student.

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This website describes exactly what an emotional/behavioral disorder is in order to give educated background on the topic. It then goes on to give a list of specific behavioral disorders and what they are. It gives a list of specific teaching strategies that the teachers can follow in order to give the best education possible for these special needs students. It is also highlighted to focus on positive behavior and attitudes.

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-An inability to learn that cannot be explained by intellectual, sensory, or health factors.

-An inability to build or maintain satisfactory interpersonal relationships with peers and teachers

-Inappropriate types of behavior or feelings under normal circumstances.

-A general pervasive mood of unhappiness or depression.

-A tendency to develop physical symptoms or fears associated with personal or school problems.

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Teaching Students with Physical Disabilities - Accessible Campus

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There are many teaching strategies you can use to ensure effective and productive learning environments and experiences for all students, including those with disabilities. Accessible Education[i] is the process of designing courses and developing a teaching style to meet the needs of people who have a variety of backgrounds, abilities and learning styles. Just as […]

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In this website, it describes what it means for a student to have a physical disability, and how a teacher can develop good teaching strategies for the students. It describes specific technologies and implications that can be put in place for the student with the physical disabilities.

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-mobility-related disabilities

-health and medical disabilities

-disabilities that result from brain injuries

Some disabilities require the use of an assistive device, while others may not show visible signs of physical disabilities.

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Week 9: (1) Reading strategies for special education students.

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Week 9: (1) Reading strategies for special education students.

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Reading Strategies for Students With Learning Disabilities | Lexia®

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Fifteen percent of students in the U.S. receive special education services. Here are some of the best reading strategies for special education students.

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In this website, it gives key tips to help teachers who need to teach reading strategies for exceptional students. It describes what you should do before reading, during, and after reading. It describes different types of reading disabilities and how to help them.

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-Provide Explicit Instruction

-Build on Students’ Prior Knowledge

-Have Students Identify Themes

-Use Graphic Organizers

-Incorporate Literature Circles

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Other Health Impairment | Center for Parent Information and Resources

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This article describes exactly what a health disability can be determined as. It describes that having a health disability can mean having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment. It can be determined as a chronic health disability or one that impact's a child's educational performance.

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-Early intervention services: early intervention program exists in every state and includes free evaluation of the baby or toddler to see what the problem is, identifying the needs of the child (and family) based on the child’s disability or developmental delay, and designing and delivering an individualized family service plan (IFSP) to address the child’s unique needs.

-Special education and related services: specially designed instruction and a wide range of supports to address the student’s individual needs that result from his or her disability

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Week 9: (3) Gifted and talented students

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Week 9: (3) Gifted and talented students

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Gifted children often stand out. Whether you are a parent, an educator, or a student, you are likely here because you have noticed something about a student or about yourself if you are that student in question. Those without a background in gifted education may feel that gifted children stand out because of their good grades or high achievements. However, many of us who work with gifted children know that they are different for other reasons like their quirky sense of humor, their intense questioning, or their refusal to sit still in the classroom and repeat math facts when they would much rather be discussing the nature of infinity. Looking for gifted traits in children can provide information for parents, educators, and students themselves to decide whether they want to pursue intelligence testing, acceleration, or simply have a better understanding of who these children are.

What is Giftedness?

At its core, giftedness is a brain-based difference that contributes to our vibrant and neurodiverse world. This neurological difference means that profoundly gifted students experience a different intellectual, academic, and social-emotional development trajectory than neurotypical individuals. These differences are detailed in " The Neuroscience of Giftedness ," a series of articles from , the Gifted Research and Outreach organization.

To quote a beloved leader in gifted education, Dr. Jim Delisle, "Giftedness is an innate ability to both detect and comprehend the world in complex ways that differ significantly from age-expected norms." ( Understanding Your Gifted Child from the Inside Out , p8). Importantly, Delisle makes the distinction that giftedness is not always apparent just from looking at a student's achievements. This is often a source of tension when advocating for the highly gifted child who may appear average, or even below average, in school. Parents and educational professionals often hear the same myths about gifted students and must take the extra step to educate themselves on giftedness in order to better serve the needs of this population.

Like most people, highly capable students are unique individuals with varied and multifaceted talents and interests. Some demonstrate mastery in multiple areas while others excel in a single subject. Gifted identification often relies on a mix of gifted testing and more qualitative observations of gifted characteristics and behaviors.

Common Characteristics of Gifted Children:

Ability to comprehend material several grade levels above their age peers

Surprising emotional depth and sensitivity at a young age

Strong sense of curiosity

Enthusiastic about unique interests and topics

Quirky or mature sense of humor

Creative problem solving and imaginative expression

Absorbs information quickly with few repetitions needed

Self-aware, socially aware, and aware of global issues

The National Association for Gifted Children lists additional traits of giftedness that parents may find useful. Of course, each gifted student is unique, and they may present with a mix of these traits or only two very intensely or perhaps you find that none of them at all fit.

What are Traits of Profoundly Gifted Children?

Profoundly gifted individuals score in the 99.9th percentile on IQ and achievement tests and have an exceptionally high level of intellectual prowess.

Characteristics of profoundly gifted individuals may include:

Rapid Comprehension: An advanced ability to learn and process information rapidly, combined with a need for constant mental stimulation; profoundly gifted students often work at a different pace than neurotypical peers-going far ahead or pausing to dive deeply in areas of interest.

Intuitive Understanding of the Basics: Difficulty concentrating on tasks that are not intellectually challenging, including repetitious materials or rote tasks; profoundly gifted children often need less practice to master an idea or concept.

Tendency toward Complexity: A need to understand the "big picture" of what they are learning; they may ask endless "why" questions or prefer to learn whole-to-part rather than part-to-whole.

Need for Precision: An appreciation for nuance and a need for precision in thinking and expression; they may often respond to questions with "that depends..." and they may struggle with multiple choice assessments that ask them to make definitive decisions without an extensive contextual background to questions.

High Expectations: A tendency to hold themselves and others to high standards, which can sometimes present as perfectionism or a very defined sense of justice; this may lead to challenges when understanding rules set by others or interacting with same-age peers who don't hold the same standards.

Divergent Interests: A vivid imagination and niche interests may make it difficult to connect with same-age peers; profoundly gifted students may seek out older children or adults who share their interests, or they may connect with younger children who are flexible in their thinking and engage in imaginational pursuits.

Oftentimes profoundly intelligent young people are not properly identified and, thus, do not receive an appropriately challenging education. Research shows this can lead to underachievement or even dropping out of school - studies indicate that 40 percent of all gifted students may be underachievers ( Handbook of Gifted Education , p. 424). The Davidson Institute exists to help these young, bright children gain recognition in the national conversation around giftedness and works directly with families to help them reach their potential.

Learn More about Giftedness:

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Characteristics and Traits of Gifted Children | Davidson Institute

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Gifted children often stand out. Whether you are a parent, teacher or student, you may have noticed these gifted characteristics and traits.

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This article shares exactly what defines a gifted and talented students. The article describes being gifted as giftedness is a brain-based difference that contributes to our vibrant and neurodiverse world. It shares that gifted students can have a noticeable variety of talents that are unique to those around them and in the same age category.

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-Ability to comprehend material several grade levels above their age peers

-Surprising emotional depth and sensitivity at a young age

-Strong sense of curiosity

-Enthusiastic about unique interests and topics

-Quirky or mature sense of humor

-Creative problem solving and imaginative expression

-Absorbs information quickly with few repetitions needed

-Self-aware, socially aware, and aware of global issues

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IEP Goals: Core Concepts and Best Practices | Frontline Education

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Download our free guide to learn best practices and frequently asked questions about Individualized Education Programs (IEP) goals and objectives.

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In this website, it describes the steps to recognizing what students should have an IEP and the steps to take to receive one. It describes what to look for when creating an IEP and what the end goals should be. It shares who all collaborates to create the IEP for a student and what category the student falls into. It states that the IEP must include measurable annual goals consistent with the student’s needs and abilities, as identified in the student’s present levels of performance.

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-An IEP is an individualized education program, and each IEP must be reviewed, and the goals and objectives specifically tailored to the student’s present needs.

-State goals clearly and simply.

-Be sure to develop goals that are measurable with relevant

-include goals that address functional or non-academic skill areas

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Understanding Special Education: A Focus on Autism

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Special education is a branch of education designed to meet the unique needs of students with disabilities. Within this field, autism spectrum disorder has garnered significant attention due to a

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This article mainly describes what a special education teacher is and how they are trained to handle autism in schools. The article describes how to classify a student with autism and how to work with the student to benefit in school. The article describes helpful tips for teachers to use when teaching a child with autism and how the student may respond to the lesson.

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-Autism spectrum disorder is a developmental disorder characterized by challenges with social interaction, communication and repetitive behaviors.

-students with autism may struggle with understanding social cues, managing sensory input or communicating their needs effectively.

-These challenges require educators to employ specialized teaching methods that cater to each student’s unique needs.

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This article shares a complete and detailed list of educational games that are fit for exceptional children in the classroom. These games are non-competitive but ensure fun, learning, and socialization in the classroom. It is important to ensure that children with different disabilities can take part so all students have an equal chance of winning and fun.

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-Skittles

-Guess the Object

-Musical Numbers

-Musical Chairs

-Pass the Hat

-Darts

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Last updated:

Standardized examinations and other high-stakes tests are gateways to educational and employment opportunities. Whether seeking admission to a high school, college, or graduate program, or attempting to obtain a professional license or certification for a trade, it is difficult to achieve such goals without sitting for some kind of standardized exam or high-stakes test. While many testing entities have made efforts to ensure equal opportunity for individuals with disabilities, the Department continues to receive questions and complaints relating to excessive and burdensome documentation demands, failures to provide needed testing accommodations, and failures to respond to requests for testing accommodations in a timely manner.

The Americans with Disabilities Act (ADA) ensures that individuals with disabilities have the opportunity to fairly compete for and pursue such opportunities by requiring testing entities to offer exams in a manner accessible to persons with disabilities. When needed testing accommodations are provided, test-takers can demonstrate their true aptitude.

The Department of Justice (Department) published revised final regulations implementing the ADA for title II (State and local government services) and title III (public accommodations and commercial facilities) on September 15, 2010. These rules clarify and refine issues that have arisen over the past 20 years and contain new and updated requirements.

Overview

This publication provides technical assistance on testing accommodations for individuals with disabilities who take standardized exams and other high-stakes tests. It addresses the obligations of testing entities, which include private, state, or local government entities that offer exams related to applications, licensing, certification, or credentialing for secondary (high school), postsecondary (college and graduate school), professional (law, medicine, etc.), or trade (cosmetology, electrician, etc.) purposes. Who is entitled to testing accommodations, what types of testing accommodations must be provided, and what documentation may be required of the person requesting testing accommodations are also discussed.

What Kinds Of Tests Are Covered?

Exams administered by any private, state, or local government entity related to applications, licensing, certification, or credentialing for secondary or postsecondary education, professional, or trade purposes are covered by the ADA and testing accommodations, pursuant to the ADA, must be provided.

Examples of covered exams include:

High school equivalency exams (such as the GED);

High school entrance exams (such as the SSAT or ISEE);

College entrance exams (such as the SAT or ACT);

Exams for admission to professional schools (such as the LSAT or MCAT);

Admissions exams for graduate schools (such as the GRE or GMAT); and

Licensing exams for trade purposes (such as cosmetology) or professional purposes (such as bar exams or medical licensing exams, including clinical assessments).

What Are Testing Accommodations?
Testing accommodations are changes to the regular testing environment and auxiliary aids and services that allow individuals with disabilities to demonstrate their true aptitude or achievement level on standardized exams or other high-stakes tests.
Examples of the wide range of testing accommodations that may be required include:

Braille or large-print exam booklets;

Screen reading technology;

Scribes to transfer answers to Scantron bubble sheets or record dictated notes and essays;

Extended time;

Wheelchair-accessible testing stations;

Distraction-free rooms;

Physical prompts (such as for individuals with hearing impairments); and

Permission to bring and take medications during the exam (for example, for individuals with diabetes who must monitor their blood sugar and administer insulin).

Who Is Eligible To Receive Testing Accommodations?

Individuals with disabilities are eligible to receive necessary testing accommodations. Under the ADA, an individual with a disability is a person who has a physical or mental impairment that substantially limits a major life activity (such as seeing, hearing, learning, reading, concentrating, or thinking) or a major bodily function (such as the neurological, endocrine, or digestive system). The determination of whether an individual has a disability generally should not demand extensive analysis and must be made without regard to any positive effects of measures such as medication, medical supplies or equipment, low-vision devices (other than ordinary eyeglasses or contact lenses), prosthetics, hearing aids and cochlear implants, or mobility devices. However, negative effects, such as side effects of medication or burdens associated with following a particular treatment regimen, may be considered when determining whether an individual's impairment substantially limits a major life activity.

A substantial limitation of a major life activity may be based on the extent to which the impairment affects the condition, manner, or duration in which the individual performs the major life activity. To be "substantially limited" in a major life activity does not require that the person be unable to perform the activity. In determining whether an individual is substantially limited in a major life activity, it may be useful to consider, when compared to most people in the general population, the conditions under which the individual performs the activity or the manner in which the activity is performed. It may also be useful to consider the length of time an individual can perform a major life activity or the length of time it takes an individual to perform a major life activity, as compared to most people in the general population. For example:

The condition or manner under which an individual who has had a hand amputated performs manual tasks may be more cumbersome, or require more effort or time, than the way most people in the general population would perform the same tasks.

The condition or manner under which someone with coronary artery disease performs the major life activity of walking would be substantially limited if the individual experiences shortness of breath and fatigue when walking distances that most people could walk without experiencing such effects.

A person whose back or leg impairment precludes him or her from sitting for more than two hours without significant pain would be substantially limited in sitting, because most people can sit for more than two hours without significant pain.

A person with a history of academic success may still be a person with a disability who is entitled to testing accommodations under the ADA. A history of academic success does not mean that a person does not have a disability that requires testing accommodations. For example, someone with a learning disability may achieve a high level of academic success, but may nevertheless be substantially limited in one or more of the major life activities of reading, writing, speaking, or learning, because of the additional time or effort he or she must spend to read, write, speak, or learn compared to most people in the general population.

What Testing Accommodations Must Be Provided?

Testing entities must ensure that the test scores of individuals with disabilities accurately reflect the individual's aptitude or achievement level or whatever skill the exam or test is intended to measure. A testing entity must administer its exam so that it accurately reflects an individual's aptitude, achievement level, or the skill that the exam purports to measure, rather than the individual's impairment (except where the impaired skill is one the exam purports to measure).

Example: An individual may be entitled to the use of a basic calculator during exams as a testing accommodation. If the objective of the test is to measure one's ability to solve algebra equations, for example, and the ability to perform basic math computations (e.g., addition, subtraction, multiplication, and division), is secondary to the objective of the test, then a basic calculator may be an appropriate testing accommodation. If, however, the objective of the test is to measure the individual's understanding of, and ability to perform, math computations, then it likely would not be appropriate to permit a calculator as a testing accommodation.

What Kind Of Documentation Is Sufficient To Support A Request For Testing Accommodations?

All testing entities must adhere to the following principles regarding what may and may not be required when a person with a disability requests a testing accommodation.

Documentation. Any documentation if required by a testing entity in support of a request for testing accommodations must be reasonable and limited to the need for the requested testing accommodations. Requests for supporting documentation should be narrowly tailored to the information needed to determine the nature of the candidate's disability and his or her need for the requested testing accommodation. Appropriate documentation will vary depending on the nature of the disability and the specific testing accommodation requested.

Examples of types of documentation include:

Recommendations of qualified professionals;

Proof of past testing accommodations;

Observations by educators;

Results of psycho-educational or other professional evaluations;

An applicant's history of diagnosis; and

An applicant's statement of his or her history regarding testing accommodations.

Depending on the particular testing accommodation request and the nature of the disability, however, a testing entity may only need one or two of the above documents to determine the nature of the candidate's disability and his or her need for the requested testing accommodation. If so, a testing entity should generally limit its request for documentation to those one or two items and should generally evaluate the testing accommodation request based on those limited documents without requiring further documentation.

Past Testing Accommodations. Proof of past testing accommodations in similar test settings is generally sufficient to support a request for the same testing accommodations for a current standardized exam or other high-stakes test.

Past Testing Accommodations on Similar Standardized Exams or High-Stakes Tests. If a candidate requests the same testing accommodations he or she previously received on a similar standardized exam or high-stakes test, provides proof of having received the previous testing accommodations, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant the same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate. So, for example, a person with a disability who receives a testing accommodation to sit for the SAT should generally get the same testing accommodation to take the GRE, LSAC, or MCAT.

Formal Public School Accommodations. If a candidate previously received testing accommodations under an Individualized Education Program (IEP)³ or a Section 504 Plan,⁴ he or she should generally receive the same testing accommodations for a current standardized exam or high-stakes test. If a candidate shows the receipt of testing accommodations in his or her most recent IEP or Section 504 Plan, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant those same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate. This would include students with disabilities publicly-placed and funded in a private school under the IDEA or Section 504 placement procedures whose IEP or Section 504 Plan addresses needed testing accommodations.

Example. Where a student with a Section 504 Plan in place since middle school that includes the testing accommodations of extended time and a quiet room is seeking those same testing accommodations for a high-stakes test, and certifies that he or she still needs those testing accommodations, the testing entity receiving such documentation should generally grant the request.

Private School Testing Accommodations. If a candidate received testing accommodations in private school for similar tests under a formal policy, he or she should generally receive the same testing accommodations for a current standardized exam or high-stakes test. Testing accommodations are generally provided to a parentally-placed private school student with disabilities pursuant to a formal policy and are documented for that particular student. If a candidate shows a consistent history of having received testing accommodations for similar tests, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant those same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate.

Example. A private school student received a large-print test and a scribe as testing accommodations on similar tests throughout high school pursuant to a formal, documented accommodation policy and plan. Where the student provides documentation of receiving these testing accommodations, and certifies that he or she still needs the testing accommodations due to disability, a testing entity should generally grant the candidate's request for the same testing accommodations without requesting further documentation.

First Time Requests or Informal Classroom Testing Accommodations. An absence of previous formal testing accommodations does not preclude a candidate from receiving testing accommodations. Candidates who are individuals with disabilities and have never previously received testing accommodations may also be entitled to receive them for a current standardized exam or high-stakes test. In the absence of documentation of prior testing accommodations, testing entities should consider the entirety of a candidate's history, including informal testing accommodations, to determine whether that history indicates a current need for testing accommodations.

Example. A high school senior is in a car accident that results in a severe concussion. The report from the treating specialist says that the student has post-concussion syndrome that may take up to a year to resolve, and that while his brain is healing he will need extended time and a quiet room when taking exams. Although the student has never previously received testing accommodations, he may nevertheless be entitled to the requested testing accommodations for standardized exams and high-stakes tests as long as the post-concussion syndrome persists.

Example. A student with a diagnosis of ADHD and an anxiety disorder received informal, undocumented testing accommodations throughout high school, including time to complete tests after school or at lunchtime. In support of a request for extended time on a standardized exam, the student provides documentation of her diagnoses and their effects on test-taking in the form of a doctor's letter; a statement explaining her history of informal classroom accommodations for the stated disabilities; and certifies that she still needs extended time due to her disabilities. Although the student has never previously received testing accommodations through an IEP, Section 504 Plan, or a formal private school policy, she may nevertheless be entitled to extended time for the standardized exam.

Qualified Professionals. Testing entities should defer to documentation from a qualified professional who has made an individualized assessment of the candidate that supports the need for the requested testing accommodations. Qualified professionals are licensed or otherwise properly credentialed and possess expertise in the disability for which modifications or accommodations are sought. Candidates who submit documentation (such as reports, evaluations, or letters) that is based on careful consideration of the candidate by a qualified professional should not be required by testing entities to submit additional documentation. A testing entity should generally accept such documentation and provide the recommended testing accommodation without further inquiry.

Reports from qualified professionals who have evaluated the candidate should take precedence over reports from testing entity reviewers who have never conducted the requisite assessment of the candidate for diagnosis and treatment. This is especially important for individuals with learning disabilities because face-to-face interaction is a critical component of an accurate evaluation, diagnosis, and determination of appropriate testing accommodations.

A qualified professional's decision not to provide results from a specific test or evaluation instrument should not preclude approval of a request for testing accommodations where the documentation provided by the candidate, in its entirety, demonstrates that the candidate has a disability and needs a requested testing accommodation. For example, if a candidate submits documentation from a qualified professional that demonstrates a consistent history of a reading disorder diagnosis and that recommends the candidate receive double time on standardized exams based on a personal evaluation of the candidate, a testing entity should provide the candidate with double time. This is true even if the qualified professional does not include every test or subtest score preferred by the testing entity in the psychoeducational or neuropsychological report.

How Quickly Should A Testing Entity Respond To A Request For Testing Accommodations?

A testing entity must respond in a timely manner to requests for testing accommodations so as to ensure equal opportunity for individuals with disabilities. Testing entities should ensure that their process for reviewing and approving testing accommodations responds in time for applicants to register and prepare for the test. In addition, the process should provide applicants with a reasonable opportunity to respond to any requests for additional information from the testing entity, and still be able to take the test in the same testing cycle. Failure by a testing entity to act in a timely manner, coupled with seeking unnecessary documentation, could result in such an extended delay that it constitutes a denial of equal opportunity or equal treatment in an examination setting for persons with disabilities.

Testing entities should report accommodated scores in the same way they report scores generally. Testing entities must not decline to report scores for test-takers with disabilities receiving accommodations under the ADA.

Flagging policies that impede individuals with disabilities from fairly competing for and pursuing educational and employment opportunities are prohibited by the ADA. "Flagging" is the policy of annotating test scores or otherwise reporting scores in a manner that indicates the exam was taken with a testing accommodation. Flagging announces to anyone receiving the exam scores that the test-taker has a disability and suggests that the scores are not valid or deserved. Flagging also discourages test-takers with disabilities from exercising their right to testing accommodations under the ADA for fear of discrimination. Flagging must not be used to circumvent the requirement that testing entities provide testing accommodations for persons with disabilities and ensure that the test results for persons with disabilities reflect their abilities, not their disabilities.
To view model testing accommodation practices and for more information about the ADA, please visit our website or call our toll-free number:
For persons with disabilities, this publication is available in alternate formats.

Duplication of this document is encouraged.

The Americans with Disabilities Act authorizes the Department of Justice (the Department) to provide technical assistance to individuals and entities that have rights or responsibilities under the Act. This document provides informal guidance to assist you in understanding the ADA and the Department's regulations.

This guidance document is not intended to be a final agency action, has no legally binding effect, and may be rescinded or modified in the Department's complete discretion, in accordance with applicable laws. The Department's guidance documents, including this guidance, do not establish legally enforceable responsibilities beyond what is required by the terms of the applicable statutes, regulations, or binding judicial precedent.

Originally issued:

Last updated:

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This document provides technical assistance on testing accommodations for individuals with disabilities who take standardized exams and other high-stakes tests.

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This article gives a list of what testing accommodations are available for students with disabilities. It ensures that proper test scores are given for the educational level that the exceptional student is at. It provides descriptions of proper documentation of these accommodations.

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-Braille or large-print exam booklets;

-Screen reading technology;

-Scribes to transfer answers to Scantron bubble sheets or record dictated notes and essays;

-Extended time;

-Wheelchair-accessible testing stations;

-Distraction-free rooms;

-Physical prompts (such as for individuals with hearing impairments); and

-Permission to bring and take medications during the exam (for example, for individuals with diabetes who must monitor their blood sugar and administer insulin).

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Drexel University School of Education

What is Inclusion in the Classroom and Why is it Important?

Inclusion in the classroom means that all children, no matter their racial, religious, or ethnic background, gender, learning style, or ability have equal access to educational opportunities in a learning environment where all students are equally safe, valued, and respected. Creating an inclusive classroom also means actively addressing and aiming to eliminate negative stereotypes and attitudes based on racial, ethnic, or religious background, gender, learning style, ability, or any other identifying characteristic. Students who may have experienced being seen as "other," are welcomed as valued participants in the classroom. Inclusion in the classroom is critically important because it fosters each child's sense of belonging, feeling of being seen and understood for who they are, and their inherent value as a human being. Inclusive classrooms empower children to grow and thrive as confident individuals, not just as students during their time in educational systems, but in life beyond school as citizens in their communities and in the world.

Who Benefits from Inclusion in the Classroom?

Inclusive classrooms are not just about supporting academic instruction for students with special educational needs. Rather, everyone enjoys the benefits of inclusion in the classroom, whether they are students, teachers, school districts, or students' parents or guardians. All students benefit from interacting and developing friendships within diverse groups of peers, and teachers benefit from getting to know their students in deeper, more meaningful ways. Within inclusive school cultures, teachers and administrators deal with fewer absences and disciplinary issues because students who feel valued and included tend to be more invested in their own positive participation in the learning community. For parents and guardians, inclusive classrooms mean that their child is learning and spending much of their young lives in a safe and nurturing environment.

How to Promote Inclusion in the Classroom in 7 Steps

There are many strategies for promoting inclusion in the classroom. Generally, these strategies pertain to understanding each student as an individual, creating an interactive learning environment that considers the needs of all students, and building collaborations with all stakeholders in students' lives. While there are countless examples of inclusion in the classroom, they typically fall into seven categories.

Get to Know Your Students

Building an authentic relationship with each student is the foundation for a truly inclusive classroom. In inclusive classrooms, teachers continually work to understand their students' unique backgrounds and perspectives and also provide opportunities for students to safely share their life stories and perspectives with their peers. When teachers invest the time to know each student and honor each student's diverse origins, it creates a safe space for learning, a deeper sense of belonging, and richer cultural competencies for teachers and students alike.

Understand How Your Students Learn

Getting to know what motivates students to learn and the styles of learning that work best for them are key components of fostering inclusivity in the classroom. At the start of the school year, teachers might consider handing out a questionnaire or hosting conversations about what excites students about learning, what they see as their strengths and weaknesses, and what goals they have for the year, and then incorporating these findings into lesson plans and classroom materials. Implementing diverse activities around a single lesson can also offer students multiple ways to learn and improve overall retention. For example, planning an independent reading activity, interactive discussion with peers, creative art project, and hands-on experiment around a single topic can not only reinforce knowledge for all students but facilitate learning across a range of learning styles.

Promote a Positive Learning Environment

Setting clear expectations for the classroom culture and having students participate in the development of those expectations help promote a positive learning environment in which everyone is invested and held accountable. At the beginning of the school year, teachers and students can work together to create rules around behaviors that promote a learning environment that is productive, safe, and respectful for everyone in the classroom. The class can also discuss what consequences might be put into place when rules are broken. Keeping classroom expectations and consequences short and simple so that all students can understand them is important. In the creation of a positive learning environment, teachers should actively listen to students' ideas for classroom rules and developing guidelines for conflict resolution, because when children feel listened to, they feel seen and included.

Include A Variety of Learning Materials & Activities

Promoting inclusion in a classroom requires providing a range of materials and activities that supports all students' learning styles, incorporates a variety of cultural backgrounds and perspectives, and fosters courageous thinking. Teaching a single topic using visual, auditory, and tactile assignments that are completed individually, in small groups, or through a field trip, means that students of all learning styles can access the same concepts in multiple ways. In our increasingly multi-cultural communities, effective educators must understand the importance of diversity and multicultural awareness, and teachers should incorporate into their teaching materials that reflect a diverse range of racial, cultural, socio-economic, religious, and gender identities, among many other expressions of the human experience. An inclusive classroom also provides creative activities for students to think outside the box and encourages students to take intellectual risks, and even make mistakes, as they explore approaches to innovative problem solving.

Encourage Interaction Among Students

The more students engage with one another, the better classroom inclusion will be, the greater students' connection will be to their school community, and the more likely students will be to feel invested in their own education. There are many different ways teachers can encourage student interaction. At the start of the school year, teachers might have their class play ice breaker games that help students get to know each and find common ground. Switching seat assignments several times throughout the year is another way for students to get to know different members of the class. Setting up group projects and changing up the composition of the groups over the year can facilitate more varied student interaction. For younger students, coming up with structure group activities during recess not only creates inclusive fun for everyone but can be especially helpful for students who may find recess to be a lonely or awkward part of the school day.

Offer Additional Support

Building an inclusive classroom means offering a range of both academic and non-academic resources to all students and to their parents and guardians. For example, some students benefit from tutoring, and setting office hours outside of class might benefit those who are uncomfortable speaking up or asking questions in front of their peers. Offering regular teacher conferences is another way students and their parents or guardians can have private discussions about areas where students may need extra support. And because not all students, or their parents or guardians, may be comfortable reaching out for help, it's important for teachers and school systems to actively communicate to all students and families what academic and non-academic resources are available at school and in the local community. Leaving the door open for compassionate conversations about students' and families' needs for additional support creates an approachable environment that benefits everyone.

Collaborate as a Community

For classrooms to truly succeed in being inclusive, teachers need to collaborate with and have the support of all members of the school community, including their fellow teachers, administrators, school counselors and aides, along with parents and families. When everyone in the school community works together, the needs of students of all backgrounds and abilities are considered and academic instruction is accessible and consistent for all. Professional developments workshops are ways to build awareness of the tools for classroom inclusion. Workshops and staff meetings are other ways to create opportunities for educators to share ideas and insights. Reaching out to parents and families at the beginning of the school year, and offering opportunities to connect throughout the year, allows teachers to have a more complete understanding of their students' background and life experiences, along with their strengths, areas in need of improvement, and their personal goals and dreams.

Learn More About Inclusion in the Classroom with Drexel University

Becoming a great teacher takes years of practice, and building an inclusive classroom takes ongoing commitment, but it all starts with obtaining the right education and practical experience. Drexel's School of Education embraces the importance of diversity and multicultural awareness and offers numerous certificate programs, such as Teaching English as a Second Language and Social, Emotional, and Behavioral Wellness, that help educators at all stages of their careers improve their teaching and make classrooms more inclusive. For those in the midst of pursuing an education degree, student teaching is a critical launching point, and the School of Education's teaching resource guide offers advice and tips for taking your experiences as a student teacher and applying them to a fulfilling teaching career.

Contact us today to learn more about Drexel's programs.

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Promoting Inclusion in the Classroom - School of Education

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Creating an inclusive classroom and environment for students is crucial. Learn why inclusion is important, and how to promote it in the classroom with Drexel.

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In this article, it describes exactly what an inclusion classroom is and it's benefits. It gives reasons regarding who benefits from an inclusion classroom, and how to promote inclusion. Some of these steps are getting to know your students, understanding how students learn, promoting a positive learning environment, including a variety of materials and activities, encouraging interaction among students, offering additional support and collaborating as a community.

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-Building an authentic relationship with each student is the foundation for a truly inclusive classroom.

-Getting to know what motivates students to learn and the styles of learning that work best for them are key components of fostering inclusivity.

-Setting clear expectations for the classroom culture and having students participate in the development of those expectations help promote a positive learning environment.

-offering a range of both academic and non-academic resources to all students and to their parents and guardians.

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Week 12: (4) Speech and Language Impairments

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Week 12: (4) Speech and Language Impairments

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Speech disorders can be common in children. Learn about the different types, causes, symptoms, treatment, and how to help your child.

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This article describes different speech and language impairments found in children and some of the causes of why these might happen. It also gives a list of how to solve some of these problems and how to make the child feel less insecure about the problem. This article gives scientific research regarding when it should become a major concern in the child's development.

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-The child doesn't babble using consonant sounds (particularly b, d, m, and n) by age 8 or 9 months.

-The child uses mostly vowel sounds or gestures to communicate after 18 months.

-Speech cannot be understood by many people at age 3.

-Speech is difficult to understand at age 4 or older.

-The parents are concerned about stuttering.

-The child has an abnormal number of repetitions, hesitations, prolongations or blocks in the natural flow of speech.

-The child exhibits tension during speech.

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Week 12: (5) Families with exceptionalities

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Week 12: (5) Families with exceptionalities

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Establishing relationships between school and home that are supportive, collaborative, and trusting can be challenging. The challenge can be even greater when working with parents of students with disabilities. But it is necessary for schools to build good relationships with families to collaboratively encourage and support student success-especially for students in special ed. Unfortunately, many schools have a hard time establishing positive relationships with families. One reason for this is the lack of trust many families have in the schools and educators that serve their children.

To make it easier to build relationships between school and home, schools must find ways to earn families' trust. When families and schools create supportive relationships, work together, and trust each other, it can lead to a significant increase in student achievement.
A trusting relationship with the school can help students achieve more because:

They can feel more supported

They can have better motivation

Their work ethic can improve

They can develop a better attitude towards school

Their respect for teachers can improve, and

All of those improvements can lead to better grades.

By understanding the importance of trusting relationships with families, schools can proactively work towards establishing those relationships from the start of the school year. The positive impacts of those relationships can improve overall student achievement and the school climate. Schools must be intentional when implementing strategies to build trusting relationships.

These 4 tips can help schools earn families' trust:

1. Maintain regular communication with parents of students with disabilities

A major complaint that many parents have about schools is a lack of communication. Parents often feel they are not kept informed of important events, activities, and other key information about their children's experience. It's important for schools to maintain regular communication so parents can always be aware of what's happening at school, and especially what's happening with their children.

When schools set up communication methods, they must remember that parents do not all prefer to communicate the same way. Some parents prefer a phone call while others would rather read a note. In the age of technology, many parents may prefer to read a social media post, but not all parents have the technical skills required to follow a school's post on social media. The days of just sending home a note are over. In order to reach all parents, it is essential for schools to use a variety of methods when communicating information.

In addition to schools using different methods to communicate with parents, teachers should also find out how individual parents prefer to get information. By doing so, teachers will clearly know how to reach parents to make a positive report, make them aware of an incident, or pass on important information.
Some of the communication methods that can be used by teachers and schools include:

Phone calls

Email

Text messages

Weekly or monthly newsletters

Regular notes from school to home and back

School websites

Social media pages

Local media announcements

Regardless of the method used, it's important that parents get regular, clear, and accurate communication from the school. The communication should be easy to understand and make it easy for parents to respond. Parents are busy and often inundated with paperwork. When you make the messages clear and easy to read, it shows parents that the school cares about them enough to make things easier. This helps build trust.

2. Always be responsive to parents

Schools must be responsive to families to earn their trust. This is especially true when working with parents of students with disabilities. Many times parents complain of leaving messages for school administration or teachers about a problem, situation, or even to make a suggestion, but no one calls them back. Parents complain of sending emails, but never getting a reply. Don't forget the parent who sends a note to the school to inform the teacher that her child is experiencing a situation that needs to be addressed, only to have the teacher disregard the note and never reply or reach out to discuss the situation. When parents have experiences like this, it decreases their level of trust in the school.

Parents feel unvalued and unheard when schools are not responsive. Being responsive to parents requires more than just regular school-wide communication. To be truly responsive, schools must be quick to respond, address concerns in a timely manner, and be willing to listen to suggestions.

Schools must engage with parents in a way that makes the parent feel like they are important, valued, and their suggestions and opinions matter.When schools are responsive to families in this way, it helps build trust.

3. Treat families with respect

Respect is a very important factor in establishing relationships between school and home. When families have a bad experience that causes them to feel disrespected by the school, it can make them lose trust and damage the relationship between home and school. When families do not trust schools, it can negatively impact student success.

Families may feel disrespected by schools for various reasons. Some of those reasons may be caused by intentional harm or disrespect by school staff, and other reasons may be caused by unintentional harm or disrespect caused by the schools. An example of intentional harm or disrespect caused by school staff could be a teacher losing control of their emotions during a meeting and using insulting words towards parents. Unintentional harm or disrespect could occur when school personnel unknowingly disrespect or insult a family's culture or customs because of a lack of knowledge.

Schools have to recognize the damage these actions can cause to family members and to the family's relationship with the school.
In order to treat families with respect, schools should do the following:

Always talk to families in a respectful way

Show compassion and immediately address their concerns

Return phone calls and respond to messages

Acknowledge and respect cultural differences

Involve parents in the education process and really listen to their suggestions

Treat all children with respect, despite their behavior. Look for the reason behind the behavior, and try to address that. (Hint: work with the parents-they can probably help!)

It's important for schools to understand that most families want to build supportive, collaborative, and trusting relationships because they want their children to succeed. When families display signs of distrust such as hiring an advocate instead of first addressing concerns with the school, withholding information, or questioning what they are being told by the school, it may be the result of a previous bad experience.

Respectful relationships are built on trust. When schools treat families with respect they can earn the families' trust. ( Learn from a graduate how teachers can respect students with disabilities in school.)

4. Provide regular opportunities for family engagement

Family engagement is a critical component in establishing trusting relationships between school and families. Families want to be involved and look for multiple opportunities for engagement during the school year. The number of strategies you can use to engage families is endless.

School leaders, counselors, grade level teams, and individual teachers can work together to use some of the following strategies to offer families opportunities to get involved:

Parent Teacher Organizations (PTO)

Open Houses

Volunteer Opportunities at the School

Family Math Nights

Family Literacy Nights

Room Parents

MultiCultural Events

Family breakfasts

Holiday Luncheons

Special School Programs

Schools can successfully make family engagement fun and effective by implementing strategies that attract and engage families while promoting the mission of the school. Make sure there is two-way communication during these events, and that you listen to parents' input.

You may need to adjust the types of engagement opportunities you offer as the needs of the school change. But you should always offer them regularly to engage families, thus building trusting relationships. By offering regular ways for families to engage and get involved, schools can work together with families to share lessons learned and effective strategies to improve student performance.

Earning families' trust may not always be easy, but it's necessary if schools want to ensure positive home-school relationships. When schools prioritize families and earn their trust, students can achieve more. By using these tips, schools can begin the process of earning families' trust.

Written by Pamela White, Ed.S

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Working with parents of students with disabilities: 4 ways for schools to earn families' trust

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Effective family engagement can be hard when working with families of students with disabilities. Here are 4 ways to build trust...

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This article describes what a family is like having a child with exceptionalities and how teachers can help promote their home life as much as possible. Teachers are certified to handle exceptional students, and parents may not understand as much as those who have studied children like this. The article gives a list of the best options for parents and making connections with the families.

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-Maintain regular communication with parents of students with disabilities

-Always be responsive to parents

-Treat families with respect

-Provide regular opportunities for family engagement

-Make sure there is two-way communication during these events, and that you listen to parents’ input.